How to list Dyslexia on a IEP when you can't call it Dyslexia. Also listing of Developmental Disorders.

 How to list Dyslexia on a IEP when you can't call it Dyslexia. Also listing of Developmental Disorders.

I found this list of learning "disorders," and I wanted to share it with you. Basically, this is how the states break down the different kinds of dyslexia and categorize it for IEPs.  I hope this information is useful and gives you insight into the different types of developmental disorders as listed by the states. if your school system is not allowing you to use the word dyslexia on an IEP, feel free to use one of these to substitute the words.  Please note you can use more than one also.- Dyslexia My Life  

Developmental Speech and Language Disorders

Speech and language problems are usually the earliest indicators of a learning disability. Children with speech and language problems constitute over 75% of all referrals to state Zero to Three (Part C of the IDEA) programs. Individuals with developmental speech and language disorders have difficulty producing speech sounds, using spoken language for communication, and/or understanding the verbal expressions of other people. The diagnosis depends on the specific communication problem. Specific problems in listening or speaking are defined as learning disabilities for education purposes.

Developmental articulation disorder

Children may have trouble controlling their rate of speech or may lag behind playmates in learning to make specific speech sounds. For example, 6-year-old Wallace still said wabbit instead of rabbit and thwim instead of swim. Developmental articulation disorders are common. They appear in at least 10% of children younger than 8 years. Fortunately, children often outgrow articulation disorders. Alternatively, treatment with speech therapy can also resolve articulation disorders. By themselves, articulation disorders do not indicate problems in language functioning and are not predictive of other academic difficulties.

Developmental expressive language disorder

Some children with language impairments have problems expressing themselves in speech. Child language follows a predictable course of development, starting with expressive babbling of various sounds, which quickly develops into babbling of the sounds of the language used at home. It then develops into single words that are used with inflection and gesture to convey meaning and then into 2- and 3-word phrases in which the child combines and changes the order of words to express ideas and meaning.
Delay in the acquisition of single words or any language is of concern. Also problematic is a delay in the acquisition of 2 and 3-word syntactical language and the use of correct pronouns, plurals, and simple prepositions (by age 3 y). Language delay is serious, particularly when combined with poor socialization, including lack of eye contact and not engaging with adults (see Pervasive Developmental Disorder). Delays in the development of full language in correctly constructing sentences, describing things, asking intelligible questions, and engaging others socially usually predict other academic problems, particularly reading difficulties.

Developmental receptive language disorder

Some people have trouble understanding certain sounds of speech or particular structures, such as longer sentences or combinations of words. They seem to lack the capacity to listen to different frequencies or become overwhelmed by too much information, resulting in poor reception. Examples include a toddler who does not respond to his name, a preschooler who hands you a bell when you ask for a ball and a worker who is consistently unable to follow simple directions. Their hearing is fine, but they cannot make sense of certain sounds, words, or sentences. They may appear inattentive.
Because using and understanding speech are strongly related, many people with receptive language disorders also have an expressive language disability. In preschool-aged children, some misuse of sounds, words, or grammar is a normal part of learning to speak. When these problems persist, concern is warranted. Consistent problems in discriminating sounds or in segmenting words into sounds often are highly predictive of reading difficulty. Children who are often discharged from speech and language therapy are frequently evaluated later for reading disability.

Academic Skills Disorders

Students with academic skills disorders are often years behind their classmates in developing reading, writing, or arithmetic skills. Diagnoses in this category include basic reading of words, reading comprehension, writing, arithmetic calculation problems, or arithmetic reasoning (problem-solving) disorders.

Developmental reading disorder

This disorder, formerly known as dyslexia, is the most widespread learning disability. Reading disabilities affect 8%-15% of elementary school–aged children.
Reading is a remarkable process that links the highly developed visual perception system to the highly developed language system. The specific skills required include the following abilities:

• Recognizing specific visual symbols as letters
• Focusing and scanning across the page
• Recognizing sounds associated with letters and making that connection (demonstrated by research to be the usual area of deficit in poor readers)
• Understanding words and grammar (i.e., language skills)
• Building ideas and images
• Comparing new ideas to what one already knows
• Memorizing ideas

Such mental juggling requires a rich, intact network of nerve cells that connects the brain's centers of vision, language, and memory. The most recent research on individuals who have severe reading problems demonstrates that their brains process information quite differently from those of fluent readers. In some individuals, the central nervous system appears to be wired differently; as a result, they may have difficulty reading.
A person can have problems with any of the tasks involved in reading. Scientists report that a significant number of people with dyslexia share an inability to distinguish or separate the sounds in spoken words. For example, Dennis cannot identify the word bat by sounding out, by using phonics, the individual letters b-a-t. Other children with dyslexia may have trouble with rhyming games, such as rhyming cat with bat. Other children cannot recall seeing a specific word previously and have poor "word confrontation" memory recognition. Scientists indicate that these skills are fundamental to the process of learning to read. Remedial reading specialists developed techniques that can help many children with dyslexia to acquire these skills. To date, the most successful techniques are those that emphasize phoneme recognition (identification of sounds) and phonologic processing (combining sounds into words).
Reading involves more than simply recognizing words. If the brain is unable to form images or relate new ideas to those stored in memory, the reader cannot remember or integrate the new concepts and thus cannot use reading to further greater understanding and comprehension. Therefore, other types of reading disabilities can appear in older children in upper grades when the focus of reading shifts from word identification to comprehension.

Developmental writing disorder

Writing also involves several brain areas and functions. The brain networks for vocabulary, grammar, hand movement, and memory must be in good working order. A developmental writing disorder may result from problems in any of these areas. For example, Dennis, who was unable to distinguish the sequence of sounds in a word, had problems with spelling. A child with a writing disability, particularly when based on an expressive language disorder, may be unable to compose complete grammatically correct sentences. Many children with disorders of impulse control, such as attention-deficit/hyperactivity disorder (ADHD), have problems with printing and cursive writing. They also have problems in the sustained effort required to complete a written assignment.

Developmental arithmetic disorder

Arithmetic is a complex process, and deficits in this area can include those of calculation or problem-solving. If in doubt, consider the steps required to solve this simple problem: 25 divided by 3. Arithmetic involves recognizing numbers and symbols, memorizing facts (e.g., multiplication table), aligning numbers, and understanding abstract concepts (e.g., place value, fractions). Any of these tasks may be difficult for children with developmental arithmetic disorders. Problems with numbers or basic concepts are likely to appear early. Problems in mathematical reasoning or problem-solving are somewhat different. This type of work can be disrupted if the child has difficulty with language skills required to understand the problem or if the child lacks the ability to understand how to apply the arithmetic needed to solve problems. Hindrance may also occur if memory deficits in the visual or auditory spheres create poor recall of previously learned concepts or skills.
Many aspects of speaking, listening, reading, writing, and arithmetic overlap and build on the same brain capabilities, particularly those of complex language. Language is used internally to help mentally talk through problems. Not surprisingly, people can have multiple learning disabilities. For example, the ability to understand language underlies learning to speak; therefore, any disorder that hinders the ability to understand language also interferes with speech development. This, in turn, hinders learning to read and write. A single gap in brain operation can disrupt many types of cognitive activity.

Other Learning Disabilities

Other learning disability categories, including motor skills disorders and developmental disorders, are not otherwise specified. These categories include delays in acquiring language, academic, and motor skills that can affect the ability to learn but that do not meet the criteria for a specific learning disability. Also included are coordination disorders that can lead to poor penmanship, certain spelling and memory disorders, and attention disorders.
Nearly 4 million school-aged children have some type of disability or difficulty in the process of learning. Of these, research indicates that at least 8% have a disorder that leaves them unable to focus (attention-deficit disorder with or without hyperactivity).
Some children and adults with attention disorders appear to daydream excessively; once they begin to pay attention, they are often distracted easily. In a large proportion of affected children (mostly boys), the attention deficit is accompanied by restlessness and hyperactivity. These children also act impulsively (e.g., running into traffic or toppling desks), blurting out answers and interrupting others. When playing games, they cannot wait for their turn. These children's problems are usually easy to detect and, because of their constant motion and explosive energy, hyperactive children often encounter disciplinary problems with their parents, teachers, and peers (see Attention-Deficit/Hyperactivity Disorder). Hyperactivity leading to difficulty in learning may have other etiologies. Careful assessment regarding cause is indicated.
Physical hyperactivity, over time, may subside into fidgeting and restlessness. Most hyperactive children, but not all, decrease their level of activity in adolescence; however, the problems with attention and concentration may continue into adulthood. Adults with ADHD often have trouble organizing tasks or completing their work. They seem unable to listen to or follow directions. Their work may be messy and may appear careless. Approximately one-third of adults with ADHD who demonstrated problems since childhood require medication.
Attention disorders, with or without hyperactivity, are not considered specific learning disabilities. Because attention problems can seriously interfere with school performance, they often accompany academic skills disorders and resultant difficulties in learning.

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